Peter Carblis is the principal of Tabor College (New South Wales, Australia), as well as an active training and organisational development consultant in a number of industries, such as school education, religious education, community services, and financial services. Dr Carblis holds a PhD from Macquarie University; an MEd from the University of Technology, Sydney; an MMin from Charles Sturt University; and a BSc(Hons) from Sydney University. Dr. Carblis has extensive experience in the pioneering of educational institutions and has published articles on soft skills in the financial services industry in the Australian Vocational Education Review.

Acknowledgments

Preface

Chapter 1 Introduction

1.1 Focus and Purposes

1.2 Delimiting the Study

1.3 Developing the Standards

1.4 Book Structure

Chapter 2 Competency Standards Design Methodology

2.1 Outline of the ANTA (2001a) Approach to Competency Standards

2.2 Working Definition of Competency

2.3 Types of Competency in Competency Standards

2.4 Similarity of Integrated and Attribute-Based Concepts of Competency

2.5 Adaptations Required

2.6 Conclusion

Chapter 3 Emotional Intelligence Competencies and the Key Competencies

3.1 Key Competencies Research

3.2 Key Competencies Within the ANTA (2001a) Context

3.3 The DeSeCo Project

3.4 The Australian Context

3.5 Summary and Conclusion

Chapter 4 Emotional Intelligence Competencies Concept, Application, and Extension

4.1 Concept of Competency in Emotional Intelligence Competencies

4.2 Development of the McClelland Competency Concept

4.3 Relation of Emotional Intelligence to the Emotional Intelligence Competencies

4.4 Limitations and Extensions

4.5 Summary and Conclusion

Chapter 5 General Emotional Awareness

5.1 A Foundational Attribute

5.2 Theoretical Foundations

5.3 Constructing the Standard

5.4 Summary

Chapter 6 Differentiating Emotions 1: What are Emotions?

6.1 Why Differentiate Between Emotions?

6.2 What Are Emotions?

6.3 The Heterogenous Construction of Emotions

6.4 Summary and Conclusion

Chapter 7 Differentiating Emotions 2: What Emotions?

7.1 Emotions and Fuzzy Vernacular Lexical Categories

7.2 Anger and Happiness in the English Lexicon

7.3 Anger and Happiness and Workplace Relevance

7.4 Summary and Conclusion

Chapter 8 The Awareness of Anger

8.1 Defining Anger

8.2 Elements of the Awareness of Anger

8.3 Performance Criteria

8.4 Range of Variables

8.5 Evidence Guide

Chapter 9 The Awareness of Happiness

9.1 Defining Happiness

9.2 Elements of the Awareness of Happiness

9.3 Performance Criteria

9.4 Range of Variables

9.5 Evidence Guide

Chapter 10: Validation Methodology

10.1 Qualitative Positivist Paradigm

10.2 Face Validity

10.3 Selecting the Research Paradigm

10.4 Selection of Raters

10.5 Thematic Interviewing

10.6 Thematic Analysis of Interviews

Chapter 11: Validation Findings

11.1 Description of Themes

11.2 Applicability

11.3 Culture of the Workplace

11.4 Employment Practices

11.5 Organisational Effectiveness

11.6 Relationships

11.7 Discussion

11.8 Conclusion

Chapter 12 Achievements and Issues

12.1 Issues at the Applicational Level

12.2 Issues at the Contextual Level

12.3 The Ethical Purpose

Chapter 13: Summary and Conclusion

Appendices

References

Index